FOREIGN SERVICE INSTITUTE U.S. DEPARTMENT OF STATE

Vicente ArbeJáez C. CleJand Harris

Lily Bean

Marisa Kenney-López Principal Consultants

5tephen ZappaJa and Leonor Paine

FOREIGN SERVICE INSTITUTE U.S. DEPARTMENT OF STATE

1983

CYCLE 1 2

3

4

5 6

7 8 9 10

11 12

13 14 15

TABLE OF OONTENTS

GEITING

srARrID.

'!he alphabet and ~s.

GEl'l'ING

srARrID

IN CLASS.

Greetings and phrases useful for the classroom.

GEITING

srARrID

IN OOUNTRY.

Signa and phrases useful for the airport. Chang1ng mney.

Countries and nationalities.

GEITING

srARrID

IN cx:xJNrRY - At the Hotel.

Addressing the bellhop and placing an rutside call frorn your hotel room. '!he days of the week, mnths of the year, seasons, weather, and t1.ne.

GEITING

srARrID

IN OOUNlRY - At the Restaurant.

Ordering a meal and tipping.

GEITING

srARrID

IN OOumRY - Gi ving Instructions to the Baby-Sitter.

TALKING CN '!HE TELEPHONE - Ma.nag1ng a Conversation.

GEITIOO AROUND oorsIDE - Asking for Directions.

TALKING ON '!HE TELEPHONE - Ta.king a Message.

GEITING AROUND INSIDE.

Asking for directions invol ving office numbers, noors,

"right" and "left," and so forth.

TALKING ON '!HE TELEPHONE - Dea.ling w1 th Wrong Nwnbers.

GEITING AROUND - Public Transportation.

An introductlon to sorne of the conventlons involved in us1ng publlc transportatlon and to El Regateo, the ~rga1n1ng custan.

TALKIOO CN '!HE TELEPHONE - I.eaving a Message.

GEITING ACQUAINI'ED - 'nle Familiar Form.

MEErIOO PEDPLE.

An introductlon to the soclal conventlons invol ved in meeting people in the Spa.n1sh-speaking world.

111

1

7

11

31

55

69

83

91 109 119

135 145

165 175

197

16

TALKING 00 '!HE TELEPHONE - Placing a long Distance Call.

223 17

GEITING ACQUAINTED - Describing Yourself and Your Fam1ly.

235 18

TALKING 00 '!HE TELEPHONE - Calling the PhysIcian.

249

19

GEITING ACQUAINTED - SocIal Courtesies.

259

20

GEITING ACQUAINTED - Social Courtesies - Snall Talk,

275

Expressing Appreciation, etc.

21

TALKING 00 '!HE TELEPHONE - Reserving a Room at a Hotel.

299

22

AT THE OFFrCE - Greeting Visitors.

307

23

GEITING ACQUAINTED - Local Hollda.ys.

315

Leaming about local holidays and customs.

24

GEITING OOT - 'nle Outing.

327

Where to go on an outing.

25

^GEITING OOT - ~opping at a local Market.

341

Where to go shopping.

26

GEl'I'ING OOT - D1n1ng Out.

355

Where to go out to eat.

27

^GEl'I'ING OOT - Paying at a Restaurant.

369

28

GEITING OOT - S1ght-3eeing.

381

Making the arrangements for a sigbt-seeing tour.

29

GEl'I'ING

oor -

^Sports.

395

Ta.lking about sports, such as football, soccer, termis, and sw1mn1ng.

30

GErrING rrHINGS - Housing.

409

Iooking for a house or an apartnent.

31

GEITING 'IHINGS - Where to Go Grocery Shopping.

421 32

GEITING 'IHINGS - How to Pay a Maid or Deliveryuan.

443

33

GEITING 'llilNGS - At the Gift Shop.

457

34

GEl'I'ING 'IHIOOS - Ehtert~nt.

471

Buying concert tIckets at the box offlce.

35

GEITING 'IHINGS - At the Em1k.

483

36

AT '!HE OFFICE - Directing the Secretary.

495

37

GEITING 'lBINGS - An Emergency.

511

Dealing wi th an eroorgency, such as a traffic accident, that requires calling an ambulance.

38

GEITING 'lHINGS - Household Repa1rs.

525

APPENDIX

A Useful Phrases

543

I Instructions on How to Do the Housecleaning

543

II Showing the Maid How to Wash Clothes

544

III In the Ki tchen with the Maid

545

IV With the Techniclan, Plumber, Electrlcian, or Mechanic

547

V At the Service Statlon

548

VI At the Cleaners or Iaundry

549

VII At the Shoe Repa1r Shop

550

VIII At the Vegetable Vendor's (Greengrocer's) S:lop

550

IX At the Beauty Parlor or Iarber Shop

551

B Parts of the Body and Medical Terma

553

I '!he Hurtan Body

553

II Medical Terma

556

C Important Signs and Signals

561

D Useful Fbod and Kitchen Vocabulary

563

v

PREFACE

'll1is course consists of 38 lessons, called "Cycles," which have been prepared for use with accompa.nying tape recordings. Tne oourse was orig1nally designed to be used as the basic rraterial in an intensive ten-week program involving five or six hours of class per day; however, it is also possible to use the material on a less

intensive basis, either alone or in conjunction with rore traditlonal naterials.

Tne course ls not deslgned for self~tudy and requires the presence of a trained instructor Who ls a natlve speaker of Spanish and Who is also resourceful

and 1ma.g1natlve. An Instructor's Manual provides useful guidance for the teacher.

'll1e 38 Cycles focus on practlcal situations useful for getting around in the Spanish-spea.king world. Language notes explain the granmar of the language as exempl1fied in sl tuational dialogues. In class the instructor will continually vary his or her part of the dialogues in order to g1 ve students practice in ooping w1 th a wide range of Spanish usage.

Tnis course was designed by Vlcente Arbeláez (Colombla), Spanish Section Acting Head in the Department of Romance Ianguages at the Foreign Service Institute (FSI).

He, 11ly Bean (Chile), and C. Cleland Harris (Puerto Rico) prepared the or1g1na.l lesson naterials. Dr. Harris also wrote rof;Jt of the culturel and language notes, with the help of Marisa Kermey-López (Mexico). '!hese were subsequently edited, and befo re publlcatlon additional notes were provided by Stephen Zappala (U.S. ), Chairman of the Department of Romance Ianguages.

Ma.ny nembers of FSI' s staff contributed to this effort. Marisa Kenney-úSpez was responsible for editing and for rraking final revisions to the text. Leonor Paine (Honduras) was principal consultant and was responsible for field testing both the original and the revised versions. María del canten Alvarez-Ortega. (Spain) and Cristina. Jarqum (Spain) prepared the dialogues in the final Cycle. Other nembers of the FSI Spanish staff~specially Susana. Fram1ñán (Argentina.), José Molina.

(Honduras), Lucía Penna (Spain), Blanca Spencer (Colombia), Agustín Vilches (Peru), and Stephen Zappala-provided useful suggestions and ~nts.

'll1e recordings were nade in the studios of the FSI Language Iaboretory under the supervislon of José M. Ramírez. Consul tants were Vicente Arbeláez and Stephen Zappala. '!he scrlpts were voiced by Pedro Alvarez (Bolivia), Fnrique Bañales (Uruguay), Mercedes Centeno (Venezuela), D1na Cotlier (Argentina.), Nelson Illidge (Colombia), Marisa Kermey-López, and I.eonor Paine.

vii

'!he illustrations were done by Arme Meaghel'. Teclmical assistance rOl' artwol'k was pl'ovided by Arme Meaghel' and John McClelland of the FSI Audio-Visual Sect ion , undel' the guidance of Joseph A. Sadote.

Jaak Mendel.sohn, Dean Sahool. of Language Studies

Foreign SePViae Institute Department of State

IN'IRODUCTION

What 's ln lt for you?

What are we golng to ask of you?

How can yoo get the rost oot of tbis course?

Yoo 're golng to a Span1sh-speak1ng country. Ma.vbe you 've alreaqy had sorne exper1ence with forelgn languages, or ne.ybe you haven't. In elther case, lt's

unl1ke~ that you've studied a language as lntenslve~ as you will ln th1s course.

If you have

arw

questlons about these next few weeks, the:¡ probab~ fall lnto one of three categories: "What does tbis course have to offer ne?," "What ls lt golng to require of ~?," and "How can I get the rost out of lt?"

What's ln lt for yoo?

'Ih1s course ls rore than just a language course. Language, after all, reflects only one aspect of what people do as they 11 ve and work together. '!he plrpose of tbis course ls to prepare you for just that-l1 ving and working slde

tu

slde w1 th people whose language and customs differ from your own. '!he course will teach you to speak and understand sorne of the language, but you' 11 also leam about the people who use lt-where the:¡ 11ve, what the:¡ do, what the:¡ expect fran one another, and what the:¡ will expect from yoo. If you lmow sorne of these tbings-if you have sane ldea what people tbink about you and what the:¡ th1nk ls appropriate behav10r in a variety of sltuatlons-then even a small amount of language ski11 can open your eyes and ears to what ls golng on around you, and you '11 be able to partlclpate rore and more in the language as the weeks and roonths go

tu.

You '11 find that your new language skill ls rnade up of a nnnber of parts, but that lt ls ^baslcal~ a well-ordered piece of a:¡uipment. It ena.bles yoo to make sense of what people sa:¡ to yoo and to sa:¡ tbings that make sense in retum. Although the components are the same for everyone, people differ great~ ln what parts the:¡ become familiar with flrst and ln how they go about fltting the parts together. '!be p.lrpose of tbis Introductlon ls to help you explore your own resources and style as you acquire new sk111s ln Span1sh.

ix

What are we

gag

to ask of you?

A. In general, we expect you to 1. Work

• with your mind, to bulld your own understanding of what you hear and see;

• wlth your mouth, to partlclpate in classroam actlvltles;

• wi th your imagination, to add color, detail, and 11fe to the word- plctures presented in class so that you can relate them to your upcom1ng in-country needs as you now envlslon them.

2. Be patlent

• with us (of coursel);

• with your fellow students; and, most of all,

• wi th yourself.

B. More spec1flcally,

1. We won't ask you to memorlze dialogues, but we do expect you to become sufflclently famillar wi th the Ame rl can 's role to be able to functlon satlsfactorlly in each sltuatlon. The sentences in a dialogue are the baslc tools; 1f you naster them, you will be able to rearrange and modlfy them to fl t your needs.

2. We don't expect you to understand everything that 1s sald to you, but we do expect you to be able to ask for clar1flcatlon of what you don't understand.

3. We don't expect you to speak using perfect gramnar, but we do expect you to be able to corrmm1cate effectlvely.

How can you set the most out of thls course?

Here are two tests.

Flrst, suppose that you have just bought a new blcycle, whlch carne unassembled in a box. Before opening thls 1maglnary box, th1nk of the different ways you could go about unpacking and assembling your new possesslon. You might unpack all the parts and lay them out on the floor in an arrangement that made sense to you. Or yru might prefer to find the directlons flrst and read through all of them carefully before doing anything fUrther. Then agaln, you might get the greatest satlsfactlon fram reading one directlon at a time and executing that instructlon before looking

effectlve. Nevertheless, they tend to bel1eve that I1DSt other people would approach the sl tuatlon ln the same W8N.

Second, 1ma.g1ne that saneone ls reading you a list of lOor 2) lsolated Fllglish words: path, tüa1.1., moon, oPUTflb, and so oo. You are to l1sten and then to wr1.te down, ln

arw

order, as IIBllI of the words as you can remember. In what fonn would you remember the words? Saoo people recall the sound of the words as they are spa- ken. Others envislon the words, even though they do not see them, ln wr1. tten forme Stll1 others relate the words to visual 1mages created as the l1st ls read. Wh1ch of these ~thods of learning ls roost natural for you? No rratter which rethod canes IOOst easlly for yoo., you should recognize that a large proportlon of language learners would choose another rethod, yet there 18 no apparent difference ln effectlveness.

'!bese are ^only two examples of the W8Ns in which people d1ffer with respect to how they learn. Such differences ln leaming sty les are lnterestlng enough, blt 1 t ls even roore surprislng that IOOst people are unaware of the existence of 8ll{

learning style other than thelr own. Yet contrasts ln learning style can lead to compl1catlons in BrfI classroom. Authors of course naterials and teachers rre:¡ try to accomnodate a variety of learn1ng sty les, blt the differences will stlll be there.

'nlis ls where you m.lSt help-trI belng aware, as your lnstructor ca.rmot posslbly be, of how you are processlng new lnformatlon. In that W8N, yoo can work to use your partlcular learning technique nnst successfully.

Evetj7 language student learns to remember new words. When yoo ss:¡ that yoo have "learned" a word, you rean that you have formed a nental 1ma.ge of that word, and that tbis 1ma.ge ls clear enough that you can produce the word quickly and correctly when you need lt. rrbe "lmage" ltself conslsts of a comblna.tlon of words, spell1ngs, plctures, feel1ngs, and other data. Individuals d1ffer as to which ~

ponents of the total lmage are clearest, roost natural, or IOOSt rel1able for them.

Generally, however, the 1ma.ge that yoo carry awa:¡ with yoo after yoor first exposure to a forelgn word ls lncomplete. For example, yoo. rre:¡ be able to remember only how long the word was, or what the first letter was ^j or yoo. rre:¡ remember all the sounds but have them ln the wrong order ••••

Here, understanding d1fferences ln learning style ls essentlal' for a \'lOrd pro- duced from an lncomplete lmage ls d1storted and will need to be "corrected" tri the teacher. For the correctlon to be effectlve, however, you need to take lnto account your own leaming style. For example, sooe people work prinarily w1th spelllngs, lncluding thelr own nental spell1ngs. When a person mo learns th1s

waa

ls

"corrected" tri a teacher, he or she rre:¡ slmply repeat the word alood. However, slnce th1s student remembers spelllngs (visual lma.ges) better than sounds (auditory lnages) , oral repetl tlon rre:¡ well be a poor way to lrnprove neoory for the word.

Instead, lt mlght be rore effective for such a person to look (elther with the eyes or ln the m1.nd) at the previoo.s incorrect 1ma.ge, translate the teacher' s correctlon

(el ther v1.sually or nentally) into wri tten form, and then ^change the image to reflect the correctlon. Slm1.larly, a person who works best with the auditory component of the lmage ~ proflt roost from reading a written correctlon aloud.

xl

'!he follow1.ng ls an 1mportant princlple to remember when yoo stuq, q¡ yourself.

Don't just repeat th1ngs aloud or copy them ln wr1tlng. Instead, let ea.ch repetltlon be a 11ttle test, which you can veri~ or correct 1nrnediately q¡ looking at the book or 11stening to the tape. Flashcards are a comoon wa¡¡ of dolng this, blt you can also cover sentences ln the book, try to sa:¡ them, and then uncover them to see for yoorself what you did correctly and where you stll1 need to work on your 1nBge of the sentence. Yoo can do the same thing w1 th a tape recorder by antlclpatlng-that ls, tri' stopplng the nachine before a sentence, trylng to sa:¡ the sentence, and then l1stening to what ls said on the tape.

In class find times when you are able to try sornething rut (perhaps only mentally) just befo re the lnstructor sa:¡s lt. Here aga.1n, yoo will be draw1.ng on, fl111ng cut, and strengthen1ng your personal stock of 1ma.ges. '!he roore actlvely yoo partlclpate ln your own leaming process, the faster and roore cornfortably you will progress.

In additlon to leaming to remember new words, language students also leam to use pattems. For example, the student of Fngl1sh leams that "'!he answer ls rlght"

ls a statement and "Is the answer rlght?" ls a questlon; the student can then take the statement "'!he room ls comfortable" and tum 1 t lnto the questlon "Is the roan comfortable?" by follow1.ng the analogy of the first pair of sentences. rrbat 's what we rea.n q¡ a "pattem"; lt 's a relatlonship among severa! pa1rs of ltems. So, ln Span1sh, lf americano refers to an Anerican nale and americana. to an American female, and lf colomblano refers to a Colomblan rrale, then the word for a Colomblan fema.le ought to be colomblana-which, in fact, lt ls. Parrots and ^IIJ{na. blrds can leam words and even sentences, blt thEtV cannot leam to use pattems ln order to nake up new words or sentences. 'lb1s abl11 ty to respond to and use both 1ma.ges and patterns ls what rrakes language language.

People go about the leaming process differentJy depending on thelr leaming style. Sorne derive great beneflt fran drills ln which the pattem comes up over and over aga.1n untl1 thEtV develop a "feel" for lt. Others find that neoorizlng sentences contain1ng the pattem ls sufflclent and have 11 ttle need to think or talk about the pattem ln terma of abstract rules. Stl11 others find that rules are the roost effl- clent wa¡¡ for them to ass1m11ate a new pattem and rre:¡ be uncomfortable lf no rules are g1ven. Again, people whose m1.nds work in one wa¡¡ find lt hard to canprehend that others' rrd.nds work differently, blt yoo need at least to be aware of your par- tlcular leaming style. Only then can you roonitor your leaming and work rut an effectlve pattem of stuq, to use ootslde the classrean.

&1t enough of oor lntroductlonl Now lt's tlme for you to listen to a little Spanish-and soon y 0\1 '11 be speaking sorne, too 1

'!HE ALPHABEr (El alfabeto) Suggested p~ocedu~e:

CYCLE 1 GErI'ING srARrED

Lette~8 a to a a~e d~ZZed fi~st with the ~hoZe cZass ~peating in cho~us, then individuaZZy,-as many times as is necessa~y to obtain satisfacto~y p~onunciation

and f1, uency.

pi~st step - Revi~ all Zette~s f~om ~ th~ough ~.

Second step - Int~oduce the ne~ key ~o~ds such as: to speZl, capital Zette~, smaZZ

lette~, etc.

Thi~ step - Have students p~epa~e, in Spanish, the spelling of thei~ ~ names as

~ell as the names Zisted at the end of CycZe 1.

Letter Letter name Ietter Ietter name

a a n ene

b be ñ eñe

e ce o o

eh che p pe

d de ^q cu

e e r ere

f efe rr erre

g ge s ese

h hache t te

i i u u

j jota v ve (or) uve (sp.)

k ka w doble u" doble ve (or)

1 ele uve doble (sp.)

11 elle x equis

m eme y i griega. (or) ye

n ene z zeta

Note the p~onunciation of the

f.q

llo~~ng lette~ combinations: ca, co, cu; ce, el;

f!..., ~ ~; ~

s!..;

^{~ ~; ~ ~;} ha, he, hi, ho, hu; que and qui.

1.1

Usefut wo.,.ds and Phmses:

to spett

~apitat (tette.,.) smtt (tette.,.)

M~ent

What is yo u.,. futt name?

HObJ dtJ you spett you.,. tast name?

HObJ dtJ you spett you.,. futt name?

HObJ dtJ you p.,.onounce you.,. tast name?

NAMES

Chraistenings

deletrear, escribir mayúscula

mtrDÍscula acento

¿Cuál

es su nombre completo?

¿Cómo se deletrea su apellido?

¿Cómo se escribe su apellido?

¿Cáno se deletrea su nombre completo?

¿Cómo se escribe su nombre completo?

¿Cómo se pronuncia su apellido?

Ir you are invited to a christening you should consider th1s an honor J since christemngs are famlJy affairs and someone thought enough of yru to have extended an invi tation. Don' t forget to take a g1. ft for the ch1ld; i t does not have to be expensive. Relig1.ous artifacts, b.! the W88 J are handled b.! the padrinos (Godparents ) •

Christenings are normally beld on weekends. The cerernoqy is at a church and the baptismal (bautizo) get-together is usually at the parents' horne following the cere- moqy. Food is a.l.roost alwa.ys served.

When a chi1d is g1.ven a name J not ^only does famiJy tradition play a role in the name se1ectionJ b.lt there is often a relig1.ous tradi tion invol ved as well: the Sa1nt' s

Da.v

(Día del Santo). It ls not unconrnon for a name to be determined

b.f

the saint 's day on which the ch11d wa.s boro or tu the saint the parents venerated or felt a spe- cial devotion toe 1i'or example J this tradition 1s ref1ected in the ver-¡ po¡xllar Mexican songJ "Las Ma.ña.n:1tas J" an equivalent of "Happy Birthda.y": hg¡ por ser día de tu santo te venimos a cantar. Translation: "toda.Y being your Sa1nt 's Da.y, we come to praise you."

Names like Jesús J Angel, María del Rosario, GuadalupeJ Jesús MaríaJ and so forth,

Composition ol Narnes

'Ibe trad1 tlonal name conslsts of three parts:

gtven name(s)

+

father's surname

+

roother's surname (or ln1tla1)

'Ibe ldea of having a "m1ddle name" ls roore a part of the Anglo-American culture. In Spanish, there are names that appear to be nade up of a first and a m1.ddle name, blt rore often than not these are compound names; that ls, you rrust use both names together, not Olle or the other separately (e.g., tbis ls nuch the same as the Fng11sh "B1lly Joe"). '!hese are examples of compound Spanish g1. ven names:

María Msa Marco Antonio José Ms José de Jesús

Miguel Angel (compare "Michelangelo")

Slnce a rrajori ty of names, especlally nale ones, contain only one g1. ven neme, 1 t ls easy for an American to th1nk that the second part ls also a g1. ven or m1.ddle name when, ln fact, lt ls the father's surname. Here are sane examples of Spanish nemes:

Pablo euéllar Calderón Miguel Olarte Molano Jorge Valencla Solana José Ms Gutlérrez Posada

María Clara Bravo Bernal

When addressed, the above would be señor (Sr.) Cuéllar, Sr. Olarte, Sr. Valencla, Sr. Gutlérrez, Señorita (Srta.) Bravo. If yoo. wish, yoo. rrea use both surnames:

Srta. Bravo Bernal, Sr. Gutlérrez Posada, etc. It ls not alws-vs easy to ldentlf'y wh1ch ls the paternal surname when you are look1ng at a name ln print, slnce sorre of the mmes rrea be strange to yoo. and, therefore, d1.fflcult to ldentlf'y as a g1.ven or a surname. When ln doubt, don't hesltate to ask sorreone.

When a wanan uarries, she w1ll normally replace her roother' s surname w1 th her husband's surname, blt she w1l1 NCJl' drop her own family name.

'lhus, lf:

María Clara Bravo Berna! marries Jorge Valencla Solana.

de w1l1 be placed in front of Valencla, and her legal name w1ll be:

- María Clara Bravo de Valencia.

Yoo rre:¡ address her in aq¡ of the follomng W88 s:

Sefiora (Sra.) María Clara Bravo de Valencia, or Sra. María Clara de Valencia, or

Sra. Bravo de Valencia, or

Sra. de Valencia or, in sorne areas, Sra. Valencia

Depending on the amount of pride and recogn1 tion invested in a person' s fam1],y ties w1 th the past, Maria Clara can choose to retain her roother' s name and be Sra..

María Clara Bravo Bernal de Valencia or, if the pride rests in the husband's mter- na.! name, Sra. Maria ClamBravo de Valencia Solana. It ls not inconcelvable that all four family ldentlties rre.y wishto be preserved, which 18 where we somet1mes get such long names in Spa.n1sh. (For example, Maria Clara would be Sra. María Clara.

Bravo Bernal de Valencla Solana.) Except in unusual circumstances, tbis ne.y be con- sidered a l1ttle pretentious today, where at one time in history it was almost the rule, especial],y among the nobility in Spain and their relatives in Hispanic America.

~ofessional Narnes

It is not unusual to address professionals, such as lawyers, architects, and eng1- neers, b.I using their title just as Americana do with doctors and university pro- fessors. Don't be surprised if you see or hear the followtng:

(Lic.) Licenciado (usual],y with attomeys) Roberto F. Carvajal

(Ing.) Ingeniero (engLneer) Jorge Valencia Solana (Arq.) Arquitecto (archi tect) Miguel Olarte Molano

(Prof.) Profesor (atW teacher, not just unt versl ty) Agustín Nieto Caballero Harnes in a Social Context

Follow1ng all of tbis extensive information about names and how to address people, we nust confess that in normal ^01" average conversational contacts w1. th people, names are not used as often as in Fngllsh. For example, in Ellglish you rre:¡ brief],y tum awa:¡ fran Mrs. Jones to se:¡ to a tbird person who just joined you, "Mrs. Jones was

just telllng re about her trip to Parague:¡ last surrmer •••• " More than like1y, a Spanish-speaking person woold se:¡ "La señora was just telling me •••• " Similar1y, if

And (SOU are going to l1ke tbis!) if you are introducing people, sa;y at a party, you don't llave to worry if you can't remernber the names of the people involved. Yoo can simply introduce others q¡ sa.ying sometbing l1ke "Joe, 1 want you to :rreet

rrv

friend here." '!he two people then shake hands and exchange their names in a quick, pol1te l1ttle ceremoqy. '!he fact that rrnre often than not neither party understood the name of the other is 1nconsequential. Ttris information can alwa.ys be found oo.t later fram someone else!

Suggested Exe~~ises

FollolJJing is a list to familia'Y'ize you lJJith some diffe~ent va'Y'iations of Spanish names:

1) Manuel Antonio Salcedo 2) Jorge Valencia Solana

3) Licenciado Roberto F. Carvajal 4) Profesor Agustín Nieto Caballero 5) María Cla~ Bravo de Valencia 6) Doctor José Luis Gutiérrez Posada 7) Inspector Felipe Alva

8) An¡ui tecto Miguel Olarte Molano 9) Carlos González

10) Tbmás Trujillo Zambrano 11) Profesora Marta García Peña 12) María Iuisa Rodríguez

13) Licenciado Andrés Lanza Obregón 14) Blanca García

15) Carmen Ortega Al varez 16) Elsa Carrión

17) Guillermo Pérez

18) Ignacio Iópez r~ntoy a 19) Raúl Sáenz Castro

2:» Blanca Salazar del Castillo

21) Carmen del Valle 22) José Luis Medina 23 ) Daniel Hidalgo

24) Julio Ortega Manzanares 25) Héctor J\yala pérez

26) Nora Sánchez de Cubillos

zr) Marta Padilla de Gómez

~) Carlos Rivero Alvarez

29) Inés Padilla Soto

30) Josefina f1tller Trujillo 31) Isabel Centeno Cantillo 32) lucía Peña Osorio

33) Eduardo fv1artínez Gómez 34) Hugo Fuentes Pineda 35) Agustín Vilches

36) Mamel Barrero Medina 37) José Molina

38) Ricardo Medina Castellanos 39) Jesús Ledesma Ochoa

40) Alfonso Gutiérrez Laso A. ~a~ti~e ~eading some of the above names (at least 20) out loud in a ~eaogni­

zable p~onun~iation.

B. Ho~ many ma~ed females ~an you identify in the list?

c.

^Ho~ many single femates ean you identify?

D. Ho~ many p~ofessionats ~an you identify?

E. You~ tea~he~ ~tt ~ead some names out toud and you must t~y and find them.

(This ~lt be done fo~ about 10-12 names.)

P. Read aloud the names that go ~th numbe~s 5, 10, 15, 20, 25, 30, 35, and 40 using the app~op~te ahoi~e fo~ señor, señora, o~ señorita.

1.5

CYCLE 2

GEl'I'ING srARTED IN CLASS

MANAGING '!HE CLASS IN SPANISH

A good plaoe to stapt is to leaPn h~ to manage the fi~st f~ olas8 hOUP8 with you~

teaohep. In this ~y, you can use Spanish ~ght fpom the sta~t. (YouP teaohe~ will help you with this.)

Opening Conve~sations

This is p~obably the g~eeting that you will use in the T1IOPning:

Student: atenos días.

Teaohe~: Buenos días.

Good moPning.

Good T1IOPning.

Mope than likely, youp teaohep will ~nt to know youP name:

Teaohep: ¿Cómo se llama usted?

Student: Me llamo

- - -

You may ~nt to add~ess you~ teaohep this ~y:

Student: atenos días, señorita.

Buenos dÍas, señora.

Buenos dÍas, señor.

Following is a sample oonve~sation:

Student: fuenos días, (señora).

Teaohep: atenos dÍas, ( ) •

¿Cáno está?

Student: Bien, gracias.

o~, (Mlq bien, gracias.) op, (Bastante bien, gracias.)

¿Y usted?

Teaohep: ~ bien, gracias.

Getting Help

What's you~ name?

My name is _ _ _

(1) Good moPning, miss.

Good mo~ing, rrtl' ame Good mo~ing, si~.

Good moPning, (ma'am).

Good moPning, ( ).

H~ <l1'e you?

Fine, thank you.

(Ve~y well, thank you.) (2) (P~etty good, thanks.)

And you?

Ve~y well, thanks.

If you do not undepstand something, you can stop youP teaohe~ and get some help by simply saying:

2.1

Student: No entiendo. I don't undepstand.

You may want to expand this into:

Student: Perdone. No entiendo. Exouse me. I don't undepstand.

Fop examp7,e, if you want to ask hOlJ to say "pen" in Spanish, ho7,d a pen in youP hand and say:

Student:

Teaohep: ¿Qué es esto?

Es una pluma.

What's this?

It's a pene If you didn't heap OP if you want it pepeated, say:

Student:

Teaohep:

Student:

Teaohep:

Student:

¿Cáno?

Pluma. Plu-ma..

Por favor. Repita.

Pluma. Pluma.

Gracias. Entiendo.

Pluma.

(3) HObJ's that?

(4) Pene P-E-N.

P7,ease. Repeat.

Pene Pene

Thanks. I undepstand.

Pene If you want to ask hObJ to say something in Spanish:

Student:

Teaohep: ¿Cómo se dice "table"?

Se dice mesa.

(5) HObJ do you say "tab7,e"?

You say mesa.

If you want to have some fun by "shOlJing off" with a 7,ongep sentenoe, you oon say something 7,ike this:

Student: Perdone. No entiendo.

¿Cómo se dice "table" en espafiol? - OP -

Por favor ••• ¿Puede decirme cómo se dice "table" en espafiol?

Teaohep: En espafiol se dice lresa.

Usefu7, PhMses

Exouse me. I don' t undepstand.

HObJ do you say "tab7,e" in Spanish? - OP -

P7,ease ••• oan you te7,7, me hObJ you say "tab7,e" in Spanish?

In Spanish you say mesa.

Hepe ape a7,7, of the phMses grouped togethep fop Basy pefepenoe:

Buenos días (Buenas tardes, fuenas noches) •

Buenos días, señor! ta/señora/señor.

¿Cómo se llama usted?

Good moPning (Good aftePnoon, Good evening OP Good night).

Good moPning, miss/ma'am/sip.

What's youP name?

Me llamo •

¿Cómo est ....

á"="'?--

Bien, gracias •

~ bien, gracias.

Ba.s tante bien, gracias •

¿Y usted?

No entiendo.

Entiendo.

Perdone.

Lo siento.

¿Qué es esto?

Es una. pluma.

¿Cómo?

Por favor.

Repita.

¿Cómo se dice ••• ?

¿Puede deci~ ••• ? En español.

Se dice ••••

My name is HOIJJ rute you? ~--

Fine, thanks.

Ve~y ~ett, thanks.

P~etty good, thanks. (Quite

~ett, thanks.) And you?

1 don't unde~stand.

1 unde~stand.

Exouse me.

So~~y. (I'm so~~y.)

What's this?

It's a pene HOIJJ's that?

Ptease.

Repeat.

qOlP does one say ••• ? Can you tett me ••• ? In Spaniah.

One saya (you aay) ••••

As you~ vooabuta~y ~OIPs ~th p~aotioe, you ~tt want to add othe~ ~o~ds and

ph~ses to this tiste

Language Notes

1. Using the word señorita (or señora or señor) ls rore courteous and adds a little warmth to your greetlng. 'lberefore, lt 's a good ldea to cultlvate lts use.

2. Although the F.llgl1sh translatlon rrey sound somewhat colloquial, the Spanish ls not to be lnterpreted as colloquial, but slmp~ as informal. 'l'nis ls what we tried to achieve tu uslng the term "pretty good."

3. Again, the F.llgl1sh translatlon rrB8 seem too lnformal; nevertheless, the Span1sh is nelther "too lnformal" nor "too pol1te," but is somewhere in between. If

"How' s that?" bothers you, you can use "Beg your pardon?" lnstead.

4. Unl1ke Engllsh speakers, Spanish-speaking people are not accustomed to spell1ng words. Th1s is probab~ due to the fact that since the spelllng system ls so up-to-date and roodern, Spanish speakers ^do not need to clarify words through spell1ng. However, when someone has difflculty understanding something, they resort to pronounclng the word b.I syllables instead of spell1ng lt rute

5. Granmatical]y, the literal translation of se dice i8 "one 8888." However, ln Fngl1sh the idea ^of "one (does sometbing)" 18 not used ver¡ often, especlal~ as

a repIy to a questlon (such as "One say s mesa"). English speakers tend to prefer the rore lnformal "You say Ilesa. " 'Ibis ls also perfectIy correct. 'lhere ls no degree of formal1 ty or informaJi ty represented by the words in the Spanish sentence.

CYCLE

3

GEITING

srARl'ED

IN OOUNTRY

Ir tbis i8 yoor first time in a foreign country, yoo will experience a variety of emotions the m1.rute yoo arri ve. Sorne of these will be favorable to your new

env1ro~nt and others will be critical; tbi8 ls on18 natural. It ~ be helpful to know, however, that your first impressions are often m1.sleading. 'lherefore, don't be too cri t1cal of what you see 1f there are sorne th1ngs that seem to bother yoo.

Try to put these feel1ngs in perspecti ve and wa.1 t for "another

da.Y"

before passing judg¡nent.

One of the first things you will probab18 notice ls that the noise level seems h1.gher than what yoo ~ be accustomed to in the U.S. 'lh1s 18 true as a general rule. People do speak louder to each other, there 18 frequent call1ng to one another over d1.stances longer than Americana are used to, and the walls and ce111ngs in publ1c places are not alwa.ys covered wi th sound-insulating rraterial. Stereos will be play ed louder and even hospl tals tna8 not seem as quiet as those yoo are used to.

'!he rema1n1ng Cycles will be devoted to helping you deal with the sltuat10ns yoo are l1ke18 to encounter after arr1 ving at your post.

3.1

IN '!HE BEGINNING

Let us sta~t by aBsuming that you~ !i~st need !o~ using spanish is at the ai~o~t.

Mo~e than tikety you witt be met by someone !~om the Embassy o~ Consutate, be it one o! you~ ~otteagues o~ a d~ivep ~ho speaks Engtish, in ~hi~h ~se you ~tt ~tea~

the ai~opt !ai~ty qui~kty.

But ~hat if 80mething happened and nobody was thepe to meet you? The fotto~ng in!o~ation shoutd hetp you get th~ough on youP o~.

FINDING YOUR WAY AROUND

He~e ap6 sorne signs that ~tt be use!ut to you:

INMIGRACION - Immigpation VACUNAS - Va~~ination

INOCULACION - Va~~ination

SALUD PUBLICA - Pubti~ Heatth"

ADUANA - Customs OF!CINA - Offi~e

CAMBIO - Money Ex~hange

BANCO - Bank

Use!ut Phpases Gracias.

¿Dónde ••• ?

¿A dónde vqy ahora?

¿Dónde p.ledo ••• ?

¿Dónde está el baño de damas/

de caballeros?

¿CuándO ••• ?

EQUIPAJE - Baggage

MUJERES, DAMAS or SEfbRAS - Ladies' l"8stpoom HOMBRES or CABALLEROS - Men's Pestpoom

BANas

or SERVICIOS - Restpooms CAJA - Cashiep

SALIDA - Exit

ENTRADA - EntmMe

AU'IDBUSES y TAXIS - Buses and taxis

Thanks, op Thank you.

Whepe ••• ?

(1) Whepe do I go noz.]?

Whepe can I ••• ?

Whe~e is the tadies'/men's bath~oom?

When ••• ?

(sale el autobÚs)?

(sale el tren)?

(sale el avión)?

No hablo español.

Hablo sólo un poco.

Tengo visa diplomática (visado diplomático) •

Tengo pasaporte diplomático.

¿Usted habla (inglés)?

(francés)?

Hable más despacio.

¿Dónde puedo (cambiar unos dólares)?

(encontrar un taxi)?

(encontrar un médico)?

(encontrar una.

enfermera)?

Mode l Conve~sation: Changing Money

(does the bus Zeave)?

(does the tpain Zeave)?

(does the pZane Zeave)?

(2) I don't speak Spanish.

I speak onZy a ZittZe.

I have a dipZomatie visa.

I have a diplomatie passpopt.

(2) Do you speak (English)?

(P'r'eneh)?

(2) Speak mo~e slo~ly.

(2) Whe~e oan I (exehange some dolla~s)?

(find a ta:ri)?

(find a doeto~)?

(find a nu~se)?

The follo~ng p~etiee situation is intended to help you handle things at the aip-

po~t should you find you~self on you~ o~. Du~ng you~ study of Spanish~ you ~ll p~obably ~nt to eome baek seve~l times to this~ and all othe~ models that ~ll be

p'1'esented~ in o~del' to ehange~ amplify~ va1'Y~ o~ otheMse alte~ the mateñal.

(Jou~ teaehe~ ~ll help you ~th this.)

1. SEITING '!HE SCr.NE

Jou have just appived at the aippo~t of youP final destination and fo~ some

~eason no one f~om the Embassy is the~e to meet you. Jou don't have any loeal

eu~eney to pay fo~ a taxi to take you f~om the ai~po~t to you~ hotel~ so you have to 8%ehange some U.S. doZla~s. Sinee you don't kno~ ~he~e the Exchange Offiee is~ you ask someone to di~eet you.

11. HEARING

rr

3.3

III. SEEING

rr

Dialogue:

Iou: ¿DÓnde PIedo cambiar unos dólares?

St1'a:nge1': En la oficina de cambio. Está a la we1ta.

&1 la caja

Iou: Sefíori ta, necesito cambiar unos dólares.

Ca8hie1': ¿Cuántos?

Iou: ¿A cémo está el cambio?

Ca8hie1': A treinta por uno.

Iou: Treinta dólares, entonces.

Ca8hie1': ¿Cémo los quiere?

Iou: Ocho billetes de (a) cien.

Uno de (a) cincuenta.

Cuatro de (a) diez.

Uno de (a) cinco.

y el resto en rooneda (cambio, sencillo).

Ca8hie1': Aquí tiene, señor/señorita/sefiora.

Iou: Muchas gracias, sefiori ta.

Cashie1': De nada.

Dialogue: (oontinued)

Iou: Whefle oan I exohange 80rne do l t,a'Y'8?

Strra:nge1': In the 83:ohange office. It' 8 a1"Ound the come1'.

At the oa8hie~'s ~ndo~

Jou: Miss, I need to exchange sorne dol,l,a7"s.

Cashie7": Ho~ many?

(3) Jou: What's the ~te of exchange?

Cashie7": Thi7"ty to one.

Jou: Thi7"ty dol,l,a7"s, then.

(4) Cashie7": Ho~ do you ~nt them?

(5) Jou: Eight one hund7"ed peso bil,l,s.

One fifty.

Fou~ tens.

One five.

And the 1"est in change.

Cashie7": He7"e you a7"e, si7"/miss/ma'am.

Jou: Thank you ver-y much, miss.

(8) Cashie7": JOU'1"e ~l,come.

Language Notes

l.

Js!L

expresses the ldea of golng. It has several spelllngs. In th1s spell1ng lt ls the ldea of "1 go." In the spelling va lt ls the ldea of ''you go" 01"

"he/she goes." (Yoo will leam these as you progress further lnto the course.) With YS!i... (01" va) in a sentence, the word dónde ls preceded b.f a: ¿A dónde ••• ? 'Ibis ls rough]y the a:¡uiva.lent of "To where ••• ?" Sometimes you will see lt wr1tten ^as one word: ¿Adónde ••• ?; both spellings are correct.

2. Hablo ls the "1" fonn of "speak"; habla ls the ''you'' form 01" the ''he/she'' fonn of "spea.k"; hable ls the COrIIlla!ld forme 'Ibese words (lncluding YS!i... and va) are verbs. As you can see, different spellings are used ln different clrcumstances.

Yoo will leam when to use these fonns as you progress further ln your studies of Spanish.

Incldental1y, yoo will not flnd these wOl"ds ln the dictlonary undel" the above spell1ngs; there ls another form that ls used for llstlng ln the dictlonary.

It ls called the "lnflni tl ve" or "d1ctlonary forme " For example, the dictlonary fonn fol" "apeak" la hablar; fol" "go" lt ls ^11"; fol" "leave" lt la salir. '!he dic- tlonary or inflni tl ve fonn alwa.v s ends in

-1".-

3.5

Not1ce that camb1ar and encontrar are 1n the1r lnf1n1t1ve forma. 'lhis 1s the form that you use after Pledo. For lnstance, you don't 883 puedo hablo rOl" "I can speak"; y ou 883 Pledo hablar.

3. Cómo 1s "how." '!he oonstruct1on 1s llteral1y "At how nuch (ls the rate of exchange)?" English prefera to translate as ''What 's (the rate of exchange)?"

4. Los 18 "them." Not1ce that th18 word 18 placed 1n front of "want," NO!' after.

5. Literal1y, the Spanish sentence ls "Eight b11ls of ene hundred." '!he a in the Spanish sentence 1s opt1onal aY),d often an1 tted. 'Ib18 ls usual1y the case when talk:tng abou t currency.

6. De nada 18 ene of the ^wa:¡s of s831ng ''you 're welcome"; 1t l1tera.l1y rreans

"of notbing." 'Ihere are several W83S to expreS8 ''you're welcome." You'll leam these as you progres8 1n the course.

Verb ConJugations

He~e a~e sorne of the ve~b fO~8 that you have been using:

ENCONTRAR - NECESITAR - CAMBIAR HABLAR

-

ILAMAR(SE)

(1) encuentro* necesito cambio*

-

hablo me llamo

-

(you, he,

ahe, it) encuentra* necesita cambia* habla se llama.

Sorne ve~bs ~ith infinitives in ER:

(1) quiero puedo tengo

(you, he,

ahe, it) quiere puede tiene

Sorne i~eguta~ ve~bs:

ESI'AR SER IR

(1) estoy soy voy

(you, he,

she, it) está es va

ItThese foms have not yet appea~ed in the text.

3.7

Na.,.-,.ative:

En la oficina de cambio

Usted necesita cambiar unos dólares. La oficina. de cambio está a la welta.

El cambio está a treinta por uno. Usted cambia treinta dólares y quiere ocho billetes de cien pesos, un billete de (a) cincuenta, cuatro ^de (a) diez, uno de (a) cinco y el resto en rooneda..

Questions:

1 - ¿Qué necesita cambiar usted?

What do you need to e~ohange?

2 - ¿DÓnde pIede cambiar usted unos dólares?

Whe~e can you ~ohange some dotta~s?

3 - ¿A cómo está el cambio?

W'M.t is the mte of ~ohange?

4 -

¿Cuántos dólares necesita cambiar usted?

HofP mny do t ta~s do you need to ~ohange?

5 - ¿Cuántos billetes de (a) cien, de (a) cincuenta, de (a) diez ^J y de (a) cinco quiere usted?

HofP many hund~eds, fifties, tens, and fives do you ~nt?

Fit t in the Btanks - No. 1:

En la oficina de C8mbio

¿DÓnde

---

cambiar unos

---

?

la de cambio. a la vuelta.

--- --- ---

En la caja

Sefiorita, _________ cambiar unos ________ •

¿Cuántos?

¿A _ _ _ _ _ _ está cambio?

A ________ por ________ • _______ , entonces.

¿ ________ los quiere?

Ocho de (a) •

--- ---

de (a) cincuenta.

_ _ _ _ _ de (a) diez.

---

^de (a) cinco.

________ en roneda (cambio, sencillo).

y

- - - - -

Aquí _ _ _ _ _ _ _ _ - - . J sefior/sefiorita/señora.

Muchas _______ ^{- - J ,} sefiorita.

De ________ •.

Fill in the Blanks - No. 2:

En la oficina de cambio

¿ puedo unos dólares?

~---

---

En

---

oficina

--- ---

• Está

---

la

---

En la caja

Señorita, necesito ______ _

---

dólares.

¿ ^{1 - - 0 _ _ _ _} ?

¿ cámo el ?

~----

- - - - ---

treinta uno.

--- ---

Treinta dólares, ______ _

¿Cómo

- - - - - ^---

^?

billetes (a) cien. Uno de (a)

--- --- ^---

Cuatro de (a)

---

• Uno de (a)

---

• Y el resto _________ (cambio, sencillo).

- - - -

tiene, señor/señorita/señora.

_______ gracias, señorita.

nada.

---

IV. TAKING IT APART

Voeabutaryt:

a la welta

a~ouna the eo~e~

los billetes

bitts

cambiar

en lIDneda

in ehange necesita

(you) need ocho

to ehange, to exehange eight

el cambio

exehange ~te, ehange cien

one hund-r-ed cinco

five cincuenta

fifty cuatro

fou~

diez ten

la oficina de cambio the exehange offiee el resto

the 1"est treinta

thi.,.ty unola

one unos dólares

sorne dotta~s

Ca~dinat Numbe~s - Los números cardinales:

o -

cero 1 - uno

2 - dos 3 - tres

4 -

cuatro 5 - cinco

6 -

seis 7 - siete

8 -

ocho 9 - rueve

10 - diez 11 - once 12 - doce 13 - trece 14 - catorce 15 - quince 16 - dieciseis 17 - diecisiete 18 - dieciocho 19 - diecinueve

3.11

20 - veinte 30 - treinta

40 -

cuarenta

50 -

cincuenta

60 -

sesenta 70 - setenta 80 - ochenta 90 - noventa 100 - cien

101 - ciento uno

Additional Mate1'ial - Material Adicional:

Count~es and Nationalities - Países y Nacionalidades

<X>untry

A.,.gentina Bolivia Bmail Colombia c:hile Ecuado.,.

pamguay Pe1'U U1'Uguay

Veneauela

Country

Beliae Costa Rica Guatermla Hondums Nicamgua

Panam El Sal vado.,.

South Ame~ca

la América del Sur o &ldamérica País

la Argentina.

Bolivia Brasil

<X>lanbia Chile El Ecuador El. Paraguay El Perú El Uruguay Venezuela

Nationality (Nacionalidad) argentino/a boliviano/a brasileño/a colombiano/a chileno/a e cuatoriano/a paraguayo/a pe ruano/a uruguayo/a venezolano/a Centml Ame~ca

la América Central o Centroamérica País

Belice Costa Rica Guatemala Honduras Nicaragua Panamá El. Salvador

Nationality (Nacionalidad) beliceño/a costarricense guaterna.lteco/a hondureño/a nicaragÜense panameño/a sal vadoreño/a

Currency

(Moneda o Unidad

Monetaria) el peso el peso el cruzeiro el peso el escudo el sucre el guaraní el sol el peso el bolívar

Currency

(Moneda o Unidad

Monetaria)

el dólar bel1cem el colón

el quetzal el lempira el córdoba el balboa.

el colón

Country

Cuba Haiti Jamai<,a PueY'to Ri<,o 'l'he Domini<,an

Republi<,

Country

País

Cuba Haití Jamaica Puerto Rico

The West Indies

!as Antillas

Nationality (Nacionalidad) cubano/a

haitiano/a jamaicano/a o

jama.1quino/a puertorriqueño/a La. República dom1nicano/a

Dominicana

NOl'th Ame1'ioo

La. América del Norte o Norteamérica

País Nationality

(Nacionalidad)

Curreng¡

(Moneda o Unidad Monetaria) el peso la gourde lal1bra el dólar el peso

Currenc,y

(Moneda o Unidad Monetaria)

Canada El canadá canadiense el dólar canadiense

Mexi<,o .México (Méjico) me xi cano/a el peso (mejicano/a)

'l'he United Los Estados estadounidense el dólar

States Unidos

Jt Me:ti<,o Y'etains the o1'iginal spelling 7JJith an "x": Méxi<,o. Out o! rtespe<,t

!0Y' Mexi<,o, otheY' <,ount~e8 aY'e using the x-spelling mol'e and moY'e.

Regar-dless of the spelling, Méxioo 01' Méjioo is p1'onounoed ~th the spanish

"j" sound.

Country País

Spain España

Eu1'ope atropa

Nationality (Nacionalidad) español/a

3.13

Curreng¡

(Moneda o Unidad Monetaria) la peseta

Qu8stions:

¿Qué es usted?

¿De dÓnde es usted?

¿De qué parte de (los EE. UU. ) es usted?

So¡ (norteamericano/a).

So¡ de (los Estados Unidos).

So,¡ de (Detroi t, Mi chiga.n) •

v.

^{GErrING 'lEE} FEEL OF IT

Qu8stions and An~8~S:

A. 1. ¿Tiene pasaporte?

Sí, tengo pasaporte.

¿Tiene pasaporte diplomático?

Sí, tengo pasaporte diplomático.

No, no tengo pasaporte diplomático.

2. ¿Tiene visa (visado)?

Sí, tengo visa (visado).

¿Tiene visa diplomática (visado diplomático)?

Sí, tengo visa diplomática (visado diplomático).

No, no tengo visa diplomática (visado diplomático).

3. ¿Tiene pluma?

Sí, tengo pluma.

No, no tengo pluma.

4. ¿Tiene treinta pesos?

Sí, tengo treinta pesos.

No, no tengo treinta pesos.

5. ¿Tiene cambio (sencillo, IOOneda., suelto)?

Sí, tengo cambio (sencillo, IOOneda, suelto).

No, no tengo cambio (sencillo, roneda, suelto).

B. 1. ¿Usted necesita cambiar unos dólares?

Sí, necesi to cambiar unos dólares.

No, no necesito cambiar unos dólares.

2. ¿Usted necesita un taxi?

Sí, necesito un taxi.

No, no neces1 to un taxi.

3. ¿Usted necesita una vacuna?

Sí, necesito una vacuna.

No, no necesito una vacuna.

4. ¿Usted necesita una visa (un visado)?

Sí, necesito una visa (un visado).

No, no necesito una. visa (un visado).

5. ¿Usted necesita una mesa?

Sí, necesito una. mesa.

No, no necesito una mesa.

c.

1. ¿Quiere un pasaporte?

Sí, quiero un pasaporte.

No, no quiero un pasaporte.

2. ¿Quiere un taxi?

Sí, quiero un taxi.

No, no quiero un taxi.

3. ¿Qliere dinero?

Sí, quiero dinero.

No, no quiero dinero.

4. ¿Quiere encontrar la entrada?

Sí, quiero encontrar la entrada.

No, no quiero encontrar la entrada.

5. ¿Quiere una visa diplomática (un visado diplomático)?

Sí, quiero una visa diplomática (un visado diplomático).

No, no quiero una visa diplomática (un visado diplomático).

D. 1. ¿Dónde puedo cambiar unos dólares?

Puede cambiar unos dólares en la oficina de cambio.

2. ¿Dónde puedo encontrar un taxi?

Puede encontrar un taxi en la entrada.

3. ¿Dónde puedo encontrar un médico?

Puede encontrar un rrédico en el hospital.

4. ¿Dónde puedo encontrar el equipaje?

Puede encontrar el equipaje en la aduana.

5. ¿Dónde puedo cambiar un cheque?

Puede cambiar un cheque en el banco.

3.15

Qu6stions and Ans~6~S: (continuedJ A. 1. Do you have a paS8po~t?

Yes, I have a passpo~t.

Do you have a diplomatic passpo~t?

Yes, I have a diplomatic passpo~t.

No, I don't have a diplomatic passpo~t

2. Do you have a visa?

Yes, I have a visa.

Do you have a diplomatic visa?

Yes, I have a diplomatic visa.

No, I don't have a diplomatic visa.

3. Do you have a pen?

Yes, I have a pene No, I don't have a pene 4. Do you have thi~ty pesos?

Yes, I have thi~ty pesos.

No, I don't have thi~y pesos.

5. Do you have change?

Yes, I have change.

No, I don't have change.

B. 1 • Do you need to exchange sorne do l la~s?

Yes, I need to exchange sorne dolla7"s.

No, I don't need to exchange sorne dolla7"s.

2 • Do you need a taxi?

Yes, I need a taxi.

No, I don't need a taxi.

3. Do you need a vaccination?

Yes, I need a vaccination.

No, I don't need a vaccination.

4. Do you need a visa?

Yes, I need a visa.

No, I aon't need a visa.

5. Do you need atable?

Yes, I need atable.

No, I don't need atable.